Internet Inquiry: Exploring 2 online tools to support inquiry and multimodal immersion Bridget Dalton Vanderbilt University

The need The Internet and new ICTS are moving at warp speed Multimodal text pervades communication spaces outside of school Information, inquiry, social networking key to future Big gap between in and out of school literacies Some teachers are designing for Internet learning; others rely on students to teach themselves – We know many teachers would like support – Scaffolded tools for teachers represent one option for proving support to teachers AND to students

Conceptual framework New Literacies. Literacy, culture, deixis and transformation (Lankshear & Knobel, 2003; Leu et al., 2004) Multiliteracies Teachers and learners asa consumers and designers of information; nonlinguistic aspect of text (Cope &Kalantzis, 2000; Kress, 2003; New London Group, 1996) Reading comprehension, strategic learning in print/digital, written/multimodal (Dalton & Proctor, 2008; Coiro, 2003; Palincsar & Brown, 1982) Teachers’ Technology Integration –Teacher knowledge of content, pedagogy, technology, and the various intersections (TPCK) Koehler & Mishra, 2008; teacher’s voices on Internet integration and technology(Karchmer, 2001; Stolle, 2008) Universal Design for Learning –Providing multiple means of representation, engagement, and expression for learners (Dalton & Proctor, 2007; Rose & Meyer, 2002)

2 online (free) inquiry tools

Tool 2: Image Detective

Pose a question

Gather clues

Get background info

Draw conclusion

Compare conclusion

Strategy Tutor: open source web tool to support Internet reading & inquiry (CAST) Note –open this app in FireFox – not IE

Note to new literacies institute group This is a free tool Set up your teacher account Then, you may set up class and student accounts You can use lessons or create your own. Your students can also create their own projects, developing their questions, searching, writing in their own worklog, and learning. Wonderful contact person at CAST: Kristin Robinson

…and for teachers

Research questions How do teachers design Internet-based learning experiences with an online authoring tool and companion student learning site? – What kinds of online learning experiences do they construct? – How do they use media for representation? Expression? – How do they scaffold student learning? What role does an authoring tool play in supporting technology,literacy, and content integration?

37 lessons: Another view Grade levelSubject area

ST lesson data sources 37 lesson design documentsdesign documents – Intro, goals, directions at lesson and activity levels 181 linked web pages (4 per lesson) 22 lessons w/ customized coaching script – 65 coaches (3 per lesson), 129 changes

3 design themes and goal orientations developing savvy online viewers and readers multimodal immersion to enhance curriculum providing access to primary documents

3 major design approaches

Multimodal Immersion to Enhance Curriculum Extending the classroom walls to develop content knowledge and strategic learning DOMESTIC ABUSE INDUSTRIAL REVOLUTION Content Area: Interdisciplinary Grade: 9-10 Goal: “Gain knowledge of the Industrial Revolution” Student Products: ST responses, worksheet & “poetry imagery map” to turn in to class Use of varied media including animation, text, artwork, and simulation Learner-oriented websites with embedded links and pedagogical support (hypertext vocabulary and quiz) CONTENT-DRIVEN

Multimodal Immersion to Enhance Curriculum Extending the classroom walls to develop knowledge Content: Reading/Language Arts Grade: 7-9 Student Product: Strategy Tutor responses LITERATURE-DRIVEN

Multimodal Immersion to Enhance Curriculum Literature-Driven Example As some of you may know, Poe had an interesting life! His parents died when he was very young, and he was adopted by the wealthy Allen family. Be sure to look at the following years of Poe's life: 1809, 1811, 1825, 1827, 1831, 1834, 1836, 1847, and 1849.

Multimodal Immersion to Enhance Curriculum Literature-Driven Example Directions: Watch the visual and listen to the song. After you watch and listen: 1.) PREDICT what you think will happen in the story 2.) VISUALIZE where you think this story takes place

Multimodal Immersion to Enhance Curriculum Literature-Driven Example Teache r’s blog with excerp t from story Directions: *CLARIFY words that are difficult. *PREDICT how the narrator will get revenge against Fortunato. *JOURNAL about why the narrator is so upset with Fortunato. Is he justified in his anger?

Providing Access to Primary Documents Traditional practices in new spaces THE FEDERALIST PAPERS, 10, 51 & 59 Content Area: Social Studies Grade: Goal: “Learn about the events, climate and influences of the period…techniques authors used to convince citizens” Student Product: ST response & letter to the editor Primary historical documents Lesson asks for students to “write a letter to the editor of the newspaper supporting points made by The Federalist Paper” in ST

Developing Savvy Online Readers and Viewers Expanding literacy to focus on web evaluation and media literacy DOMESTIC ABUSE Content Area: Reading/Language Arts Grade: 7-9 Goal: “learn about the different types of domestic abuse…evaluate the effectiveness of domestic abuse websites” Student Product: ST response In addition to these websites, students also find Domestic Abuse websites on their own to evaluate Websites serve as place to learn about evaluating websites and apply new knowledge Mixture of photo essay, graphics, and text